This research project falls within the fields of French as a Foreign Language (FLE) didactics and educational technology. It aims to investigate the pedagogical use of artificial intelligence (AI) in developing the written production skills of newly arrived allophone students in French secondary education.
In the context of the digital transformation of education, AI tools such as ChatGPT, QuillBot and LanguageTool offer opportunities to support learners in writing activities.
This study seeks to examine the extent to which the pedagogical integration of these interactive tools can foster the development of allophone students’ writing skills, particularly in terms of vocabulary, spelling, grammar, text organization and structure, as well as learner autonomy.
The research will be based on a pedagogical experiment conducted with allophone students within the French education system, in order to analyse their use of AI tools and their impact on the acquisition of written production skills.
